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Module 3B: Unit 3: Overview Grade 3: Module 3B: Unit 3: Overview This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: © (name of copyright holder). Used by permission and not subject to Creative Commons license. GRADE 3: MODULE 3B: UNIT 3: OVERVIEW Considering Perspectives and Supporting Opinions: Wolves in Fiction and Fact Unit 3: Writing Narratives: Using Factual Details to Write a Narrative about a Problem Faced by Real Wolves In this unit, students write and illustrate a narrative about a problem faced by real through a series of focused writing lessons, students plan a narrative with a wolves, based on problems they identified in Unit 2 in the informational text Face to sequence of events, dialogue between characters, and a sense of closure. In the mid- Face with Wolves. Students choose a real problem to write their story about and unit assessment students revise their plans based on teacher feedback; they submit create a character profile for their main character using the facts and details a completed draft of their narratives for the end of unit assessment. For the collected in Unit 2 about the appearance, behaviors, and traits of real wolves. performance task, students revise their narratives based on teacher feedback and Students then revisit Lon Po Po with a writer’s eye to examine the structure of the their learning about adjectives, adverbs, and different types of sentences, as well as story; they also analyze the illustrations to identify criteria of strong story draw illustrations for their narratives. illustrations in preparation for writing and illustrating their own narratives. Then, Guiding Questions and Big Ideas • Authors use what they know to develop fictional characters. • Authors develop characters using vivid descriptions to help the reader imagine characters and bring them to life. • Who is the wolf in fiction? • Who is the wolf in fact? • How do authors create fictional characters? Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved NYS Common Core ELA Curriculum • G3:M3B:Unit 3: Overview • June 2014 • 1 GRADE 3: MODULE 3B: UNIT 3: OVERVIEW Considering Perspectives and Supporting Opinions: Wolves in Fiction and Fact Mid-Unit 3 Assessment Revising Wolf Narrative Plans This assessment centers on NYSP12 ELA CCLS W.3.3 and W.3.5. Students revise their plans for narratives about a problem faced by real wolves using teacher feedback and highlight the revisions they make. End of Unit 3 Assessment Draft the Wolf Narrative This assessment centers on NYSP12 ELA CCLS W.3.3. Students use their plans to draft a narrative about a problem faced by real wolves. The narrative is to include dialogue and descriptions to show the thoughts, actions and feelings of the characters. Final Performance Task Final Wolf Narrative In this performance task, students have an opportunity to apply what they have learned about real wolves and narrative structure to write and illustrate a story about a problem faced by real wolves. Using facts and details gathered from Face to Face with Wolves in Unit 2, students choose a problem faced by real wolves to write a story about and then create a character profile of their main wolf character. Students incorporate what they have learned about real wolves from the informational text to ensure their story sounds like it is about real wolves. Students then illustrate their narratives. This task addresses NYSP12 ELA CCLS W.3.3, W.3.4, W.3.5, and L.3.1g, h, and i. Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved NYS Common Core ELA Curriculum • G3:M3B:Unit 3: Overview • June 2014 • 1 GRADE 3: MODULE 3B: UNIT 3: OVERVIEW Considering Perspectives and Supporting Opinions: Wolves in Fiction and Fact Content Connections This module is designed to address English Language Arts standards as students read literature and informational text about wolves. However, the module intentionally incorporates Social Studies Practices and Themes to support potential interdisciplinary connections to this compelling content. These intentional connections are described below. Big ideas and guiding questions are informed by the New York State Common Core K–8 Social Studies Framework: http://engageny.org/sites/default/files/resource/attachments/ss-framework-k-8.pdf. Unifying Themes Time, Continuity, and Change 3.8 Each community or culture has a unique history, including heroic figures, traditions, and holidays. • 3.8a People in world communities use legends, folktales, oral histories, biographies, and historical narratives to transmit cultural histories from one generation to the next. – Students will examine legends, folktales, oral histories, biographies, and historical narratives to learn about the important individuals and events of each selected world community. • 3.8b Arts, music, dance, and literature develop through a community’s history. – Students will explore the arts, music, dance, and literature for each selected world community. Big ideas and guiding questions are informed by the New York State Common Core K–4 Science Core Curriculum: http://www.p12.nysed.gov/ciai/mst/pub/elecoresci.pdf The Living Environment 3.1 Describe how the structures of plants and animals complement the environment of the plant or animal. • 3.1a Each animal has different structures that serve different functions in growth, survival, and reproduction. – Wings, legs, or fins enable some animals to seek shelter and escape predators. Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved NYS Common Core ELA Curriculum • G3:M3B:Unit 3: Overview • June 2014 • 2 GRADE 3: MODULE 3B: UNIT 3: OVERVIEW Considering Perspectives and Supporting Opinions: Wolves in Fiction and Fact Content Connections (continued) – The mouth, including teeth, jaws, and tongue, enables some animals to eat and drink. – The eyes, noses, ears, tongues, and/or skin of some animals enable them to sense their surroundings. – The claws, shells, spines, feathers, fur, scales, and color(s) of body covering enable some animals to protect themselves from predators and other environmental conditions, or enable them to obtain food. – Some animals have parts that are used to produce sounds and smells to help the animal meet its needs. – The characteristics of some animals change as seasonal conditions change (e.g., fur grows and is shed to help regulate body heat; body fat is a form of stored energy and it changes as the seasons change). • 3.1c To survive in their environment, plants and animals must be adapted to that environment. – Animal adaptations include coloration for warning or attraction, camouflage, defense mechanisms, movement, hibernation, or migration. 3.2 Observe that differences within a species may give individuals an advantage in survival and reproduction. • 3.2a Individuals within a species may compete with each other for food, mates, space, water, and shelter in their environment. • 3.2b All individuals have variations, and because of these variations, individuals of a species may have an advantage in survival and reproduction. Texts 1. Ed Young, Lon Po Po: A Red-Riding Hood Story from China (New York: Penguin Putnam Books for Young Readers, 1996), ISBN: 978-0-698-11382-4. 2. Jim and Judy Brandenburg, Face to Face with Wolves (Washington, D.C.: National Geographic Publications, 2010), ISBN978-1-4263-0698-3. Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved NYS Common Core ELA Curriculum • G3:M3B:Unit 3: Overview • June 2014 • 3 GRADE 3: MODULE 3B: UNIT 3: OVERVIEW Unit-at-a-Glance This unit is approximately 2.5 weeks or 13 sessions of instruction. Ongoing Anchor Charts & Lesson Lesson Title Long-Term Targets Supporting Targets Assessment Protocols Lesson 1 Launching the Performance • I can craft narrative texts about real or • I can use a model to generate the criteria of • Criteria of a Strong • Criteria of a Strong Task imagined experiences or events. a strong narrative. Narrative note-catcher Narrative anchor chart (W.3.3) • Criteria of a Strong • Who is the Wolf in Fact? • I can establish a situation. (W.3.3a) Narrative anchor chart anchor chart • I can introduce the narrator and/or characters of my narrative. (W.3.3a) • I can organize events in an order that makes sense in my narrative. (W.3.3a) • I can use dialogue to show the actions, thoughts and feelings of my characters. (W.3.3a) • I can use descriptive words to show the actions, thoughts and feelings of my characters. (W.3.3b) • I can use transitional words and expressions to show passage of time in a narrative text. (W.3.3c) • I can write a conclusion to my narrative. (W.3.3d) Lesson 2 Choosing a Problem and • I can craft narrative texts about real or • I can choose a problem that real wolves face • Wolf Character Profile • Criteria of a Strong Creating a Wolf Character: imagined experiences or events. to write about in my Wolf Narrative. graphic organizer: Part 1 Narrative anchor chart Part 1 (W.3.3) • Who is the Wolf in Fact? • I can introduce the narrator and/or anchor chart characters of my narrative. (W.3.3a) Lesson 3 Creating a Wolf Character: • I can craft narrative texts about real or • I can plan the character traits, special • Wolf Character Profile • Who is the Wolf in Fact? Part 2 imagined experiences or events. abilities, strengths, and weaknesses of the graphic organizer: Part 2 anchor chart (W.3.3) main wolf character in my Wolf Narrative. • I can introduce the narrator and/or characters of my narrative. (W.3.3a) Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved NYS Common Core ELA Curriculum • G3:M3B:Unit 3: Overview • June 2014 • 4 GRADE 3: MODULE 3B: UNIT 3: OVERVIEW Unit-at-a-Glance Ongoing Anchor Charts & Lesson Lesson Title Long-Term Targets Supporting Targets Assessment Protocols Lesson 4 Analyzing the Structure and • I can describe how parts of a story build • I can deconstruct the structure of a • Narrative Elements graphic • Narrative Elements anchor Organization of a Narrative on one another.
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